Full Description
This two‑volume publication is the first of its kind, advancing asset‑based policies and practices in music education for nearly 10 million rural students nationwide. By exploring the influence of urbanormativity and historical trends, the authors advocate for school music programs that sustain rural values, interests, communities, and ecosystems.
While earlier research has offered insights on the topic, none have assembled a collection of experts and scholars committed to promoting an asset‑based view of rural music education in the United States. Volume I: Policies and Perspectives, presents ten chapters addressing a range of issues that affect one‑fifth of K-12 students nationwide. Ideas encompass a multi‑dimensional definition of rurality that includes population, landscape, and sociocultural contexts. The authors offer their own first‑hand perspectives to describe the importance and character of rural places themselves. Throughlines of this volume are disentangling assumptions about rural schools and their resources, pedagogical potential, and musical possibilities. Written for music educators, scholars, policymakers, school administrators, and music‑teacher educators, this volume affirms that geography is not inherently a limitation and that all students deserve access to responsive music education, regardless of their zip codes.
Readers of this volume are music educators, scholars, policymakers, and music‑teacher educators in the United States. The market also includes school and arts administrators serving rural districts as well as music education graduate students. The authors intend for readers to consider an asset view of rurality that promotes access to responsive music education, for all students regardless of their zip codes.
Contents
List of Figures
Preface
Acknowledgements
Contributor Biographies
Chapter 1. History and Current Landscape of Rural Music Education: Policy and Praxis
J. Kessa Roberts and Alycia Cole
Chapter 2. Surveying the Field: A Systematic Review of Rural Music Education Research in the United States
Timothy E. Nowak
Chapter 3. Urbanormativity in Rural School Music
Vincent C. Bates
Chapter 4. The Intersections of School, Community, and Music in Rural Spaces
Whitney Mayo
Chapter 5. Place-Based Pedagogy and Rural Communities as Cultural Contexts
Catheryn Shaw Foster and Melody Causby
Chapter 6. Love Your Mother: How Ecology Can Inform Music Teaching and Learning in Rural Settings
Daniel J. Shevock
Chapter 7. Preservice Music Teacher Education: Preparing the Next Generation for Rural Schools
Daniel C. Johnson and Eric M. Pennello
Chapter 8. Rural Music Teacher Retention and Turnover
David N. Sanderson
Chapter 9. Answering the Call for Rural Music Teacher Professional Development
Daniel C. Johnson
Chapter 10. Potential Unexplored: Land-Grant Institutions, Rural Engagement, and Music Education
Jason B. Gossett and Angela Munroe
